Interpersonal Skills_ A Key to Effective Leadership ( PDFDrive )

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Report Documentation Page Form Approved OMB No. 0704-0188 Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. 1. REPORT DATE 2. REPORT TYPE 3. DATES COVERED 2008 00-00-2008 to 00-00-2008 4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER 5b. GRANT NUMBER Perspectives on Leadership 5c. PROGRAM ELEMENT NUMBER 5d. PROJECT NUMBER 6. AUTHOR(S) 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBER Army Management Staff College (AMSC),Fort Leavenworth,KS,66027 9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR’S ACRONYM(S) 12. DISTRIBUTION/AVAILABILITY STATEMENT 11. SPONSOR/MONITOR’S REPORT NUMBER(S) Approved for public release; distribution unlimited 13. SUPPLEMENTARY NOTES 14. ABSTRACT 15. SUBJECT TERMS 17. LIMITATION OF 18. NUMBER 19a. NAME OF 16. SECURITY CLASSIFICATION OF: ABSTRACT OF PAGES RESPONSIBLE PERSON a. REPORT b. ABSTRACT c. THIS PAGE Same as 213 Report (SAR) unclassified unclassified unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18

Perspectives on Leadership A compilation of thought-worthy essays from the faculty and staff of the Army’s premier educational institution for Civilian Leadership and Management, the Army Management Staff College. 2008

This essay compilation is intended for the further education, motivation and inspiration of leaders and those who will lead. Perspectives on Leadership presents professional information, but the views expressed herein are those of the authors, not the Army Management Staff College (AMSC), Department of the Army, Department of Defense, or the U.S. Government. The content does not reflect the official U.S. Army position and does not change or supersede any information in other official U.S. Army publications. Authors are responsible for the accuracy and source documentation of material they provide. AMSC is the leader development element of Army Civilian University. Executive Editor: Colonel Garland H. Williams, Ph. D. Managing Editor: Jennifer A. Brennan Editor: Deanie Deitterick Design & Desktop Publishing: Patrick B. Morrow Support Staff: David S. Burdick Jennifer M. Spangler Heather Deitterick ISBN 978-0-9820387-0-3

Army Management Staff College Perspectives on Leadership is dedicated to the Civilians and Soldiers of the United States Army who defend America’s ideals and freedoms, both at home and in distant lands.

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP AMSC Mission - Vision - Goals - Values MISSION: • Educates and prepares civilian and Military leaders to assume leadership and management responsibilities throughout the Army • Acts as Army Training and Doctrine Command’s lead agent for the Civilian Education System curriculum • Conducts research on Civilian Leadership and Installation Management VISION: • A Recognized Source for Leader Development • Guiding Principles: Inspiring lifelong learning and service for the Army Civilian Corps • The Center of Excellence in leadership and management for Army, Joint, and Interagency professionals • Educating leaders in support of the Warfighter • Relevant for the Army and the Nation • A collaborative, meaningful research and learning environment GOALS: • Graduates who can lead and manage organizations • An environment conducive to learning in both resident and Distributed Learning • Recruit, support, and retain a highly qualified workforce VALUES: In all its activities, the Army Management Staff College will promote: • Excellence: Relevant commitment to leadership management, knowledge development, and innovation • Communication: Respect academic exchange of diverse ideas and thoughts that encourage mutual creativity and trust • Community: Recognize the importance of people and show concern for their health and well-being • Professionalism: Reflect the highest standards of Military and Civilian service

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Table of Contents FOREWORD 1 Pete Geren, Secretary of the Army PREPARING TO LEAD 2 1. Followership: The Underappreciated Component of Leadership 3 Colonel Garland H. Williams, Ph.D., Commandant The Army expends most of its resources educating a fraction of its members, communicating their value to the institution, and establishing career paths founded on assessing selected leadership characteristics—while ignoring the vast majority who “merely” follow. This strategy is inadequate for honing the required skills within the rapidly transforming strategic environment that will prevail for the foreseeable future. 2. Interpersonal Skills: A Key to Effective Leadership 19 Charles Stokes, Professor of Civilian Leader Development In order to affect success while in a leadership position, there are certain skills that effective leaders must have. These skills can be collectively referred to as interpersonal skills or “people skills.” 3. Intergenerational Diversity: A Leadership Tool 33 Arthur P. McMahan, Ph.D., Director of Educational Services Awareness of generational diversity and the implications of having three or four generations of followers working on the same team can prove beneficial to leaders interested in maximizing efficiency and effectiveness. LEVERAGING LEADER ASSETS 44 1. Leadership via the Eyes of the Follower: Somebody’s Watching You 45 Darrin Graham, Ed.D., Professor of Civilian Leader Development Leaders solve complex ill-structured problems daily, but many fail to understand their role through the eyes of their followers, which if handled incorrectly could become a problem. 2. Core Values: The Essence of Leadership in the 21st Century 56 James Jarrett, Professor of Civilian Leader Development Establishing core values is a critical function if leaders are to lead their organization to greatness. The goals, decisions, and actions of leaders must be inextricably aligned with their true core values to obtain personal and organizational success.

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP 3. Mastering Teambuilding Principles 66 Kathy Strand, Professor of Civilian Leader Development Investigating theories surrounding effective teambuilding using sports teams as a reference point for exploration. 4. Leadership and Emotional Intelligence 78 Constance Yelverton, Professor of Civilian Leader Development Focussing on the cornerstone belief that Emotional Intelligence Quotient is key for effective leadership skills that are needed to meet the challenges the Army faces today and in the future. 5. Women and Minority Leaders in the Federal Government 86 Angela Parham, Ph.D., Professor of Civilian Leader Development Focussing on the under-representation of women and minorities in middle and advanced leadership positions in the Federal Government 6. Distributed Learning: A Leadership Multiplier 97 Sidney Ricks, Professor of Civilian Leader Development Diminishing resources and additional requirements for the Global War on Terrorism will force the Army to look at different methods of training and developing leaders that are cost conscious and get maximum bang for the buck. 7. Leveraging Self-Synchronization - A Leaders Art in Network Centric Warfare 106 Jim Geter, Technology and Operations Specialist Leaders should explore the vast capability realized from self- synchronization in a network-centric Military organization and leverage the capability in Network Centric Warfare. STRENGTHENING LEADERSHIP SKILLS 115 1. The Leader’s Role in Increasing Ethical Reasoning Ability of Followers 116 Pamela Raymer, Ed.D., Dean of Academics To translate a set of values, abstractly defined, to the ability to act ethically means moving those values across a chasm filled with ambiguous, complex, multiple variables. The challenge for leaders is to find ways to enhance the ethical reasoning ability of followers to more successfully cross that chasm and, in so doing, personify moral character.

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP 2. The Role of Transformational Leadership: Lessons Learned from Visionary Leaders 127 Deloris Willis and Judy Thompson-Moore, Professors of Civilian Leader Development The positive aspects of having the attributes of a transformational leader. 3. Redefining Army Leadership: Has the Be, Know, Do Model Been All that it Can Be? 145 Fiona J. Burdick, Ph.D., Professor of Civilian Leader Development, and David S. Burdick, Professor of Installation Management Army leadership is much more than occupying a position of influence, power, and responsibility over others—rather, it is the quality of the relationships developed and sustained among unit members that contribute most significantly to an Army unit is success. 4. Civilians as Micro-Strategists 157 Roy Eichhorn, Director of Research and Development While much has been written about building strategists for the Military side of the Army, this essay addresses various questions as they relate to the Army Civilian Corps and the Army’s Generating Force. 5. The Motivation Factor: The Invisible Barriers to Organizational Effectiveness 169 Alton Dunham and Karen Spurgeon, Ed.D., Professors of Civilian Leader Development Common sense look at how the real meaning of motivation becomes obvious when people look below the surface at underlying de-motivators and then recognize the significance these elements play in organizational failure. 6. Leading Change Through Investment 178 John Plifka, Civilian Education System Basic Course Director, and Wayne Ditto, Professor of Civilian Leader Development If the Army fails to change its thinking about Leader Development investment, we will become ineffective and fail to build the bench. AUTHOR BIOGRAPHIES 196 AMSC HISTORY 202



ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP FOREWORD In this era of constant engagement, the role of our Civilian workforce is increasingly vital to the accomplishment of the Army’s mission. Army Civilians serve at the forefront of operations, provide direct and indirect support to our Soldiers, and make enormous contributions to the Global War on Terror. As the proponent for Army Civilian leadership, I am proud to announce the publication of Perspectives on Leadership, the first book- length publication by the Army Management Staff College (AMSC), the Department of the Army’s premier educational institution for Civilian Leadership and Management. The Army is a lifelong learning organization, with a strong focus on leader development. The work accomplished in recent years by the Army Training and Leader Development Panels and the Review of Education, Training, and Assignments for Leaders resulted in the development and implementation of the Civilian Education System at AMSC, which is in direct support for Army Initiative No. 5. All of these efforts have further accelerated the Army Civilian leader development program. Perspectives on Leadership, authored by serving faculty and staff at AMSC, is a welcome addition to the program and serves as a guide for Army Civilian Corps leaders throughout their careers. It is written to guide the reader sequentially across an Army civilian career and serves as a leadership reference that we can all add to our toolboxes of knowledge. Perspectives on Leadership is a broad examination of leadership that is useful for those just starting their careers, as well as those who have been in leadership positions for decades. I would like to thank my predecessor, Secretary of the Army Francis Harvey, for his vision to educate and prepare our Army civilians to lead during time of war as well as during peacetime. This book serves as a tangible reminder of his effort. Army Strong! Pete Geren Secretary of the Army -1-

PREPARINGARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP PREPARING TO LEAD 1. Followership: The Underappreciated Component of Leadership Colonel Garland H. Williams, Ph.D., Commandant 2. Interpersonal Skills: A Key to Effective Leadership Charles Stokes, Professor of Civilian Leader Development 3. Intergenerational Diversity: A Leadership Tool Arthur P. McMahan, Ph.D., Director of Educational Services -2-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Colonel Garland H. Williams, Ph.D. Followership: The Underappreciated Component of Leadership Introduction During the Army Management Staff College 3rd Annual Leadership Symposium in 2008, one of the keynote speakers claimed that we are all leaders. But is he right? Are you always a leader . . . or does the term follower better represent what you do in your current position? There is no simple answer to this question, and the hard reality is that we fulfill both roles simultaneously from the day we enter the workforce, throughout our careers, and well into our “golden years.” Following is a natural part of life, and follower is an essential role we play in fulfilling our responsibilities and missions. Since most of the Army’s institutions are hierarchical in design, the majority of any Military institution’s members are, by definition, followers. But therein lies the problem. Few professional development programs spend time developing effective follower cultures and skills. Instead, officer commissioning sources, college business programs, professional Military education curricula, and the Army Management Staff College’s own Civilian Education System focus on developing leaders. Some may argue that the various functional technical schools fill the gap in follower development for career-minded individuals. This approach, however, diminishes the value that followers contribute to organizational -3-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP success. If technical training and continuing education/leadership development is the accepted learning method for developing effective followers, the same line of reasoning would argue to implement a similar strategy to shape effective leaders. It would certainly be less resource- intensive, especially in the constrained environment of government service, and it would limit the amount of the time an individual is away from the job attending school. But these measures fall far short of the requirement to attract and retain people of the caliber the Army needs in the future. The Army expends most of its resources educating a fraction of its members, communicating their value to the institution, and establishing career paths founded on assessing selected leadership characteristics—while ignoring the vast majority who “merely” follow. This strategy is inadequate for honing the required skills within the rapidly transforming strategic environment that will prevail for the foreseeable future. To successfully create and maintain a high performing organization, there must be a comfortable mix of leaders and followers. Leaders, in broad terms, are those who develop the long-term vision and organizational direction, while followers execute those concepts to successful conclusion. Leadership is the incremental influence exerted on people that encourages them to go that extra mile—that is to perform over and above the minimally acceptable level of performance. This influence, however, must be accepted because leaders can only exert as much persuasion over others as they are willing to accept. The other half of the equation, then, is followers. The organization requires far more good followers to meet its objectives than it does leaders. The followers are the implementers; they accept and support the visions of the leaders. We depend upon followers to build the organizations of tomorrow; it is the followers who will move the organization forward into the future. Scholarship Support for Followership Development An organization demands many people to accomplish its goals, yet all these people cannot serve as organizational heroes who operate in the limelight. Many followers are those who comfortably work in the background to help meet the organizational goals. They are, in essence, the unsung heroes by today’s standards. Followership is so young as an area of study that it is currently in a stage where most thoughtful academics and professionals are trying only now to justify its importance. The role of followership has changed drastically to maintain its currency and relevancy. Changes in the global economy, for example, are promoting new models of followership to -4-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP sprout. Ira Chaleff explains that in the past, strong leadership was imperative to get things accomplished, such as digging the Panama Canal or laying the Transcontinental Railroad. In the Information Age, there are so many interconnected units working for the success of a specific organization (all reporting to a long chain of leaders and usually in an independent virtual environment) that many people are needed to simultaneously coordinate their business by acting upon clear information.1 A new model needs to be re-thought as management processes change to become more elaborate, and follower skill sets need to be revised to guide the development of followers to promote leadership success. Others successfully argue that leaders must spend considerable time developing their followers to be successful. John Maxwell, in The 21 Irrefutable Laws of Leadership, asserts that “more than four out of five of all the leaders that you have ever seen will have emerged as leaders because of the impact made on them by established leaders who mentored them.”2 Using football as his teaching platform, he shows that the leader development of half of the head coaches in the National Football League (NFL) can be traced to two remarkable former professional football leaders—Bill Walsh and Tom Landry. As of 1998, 10 NFL head coaches spent a year or longer working for three-time Super Bowl champion Bill Walsh or for one of the top assistants he trained. And five NFL coaches have a direct or indirect mentoring connection with two-time Super Bowl winner Tom Landry or one of the men he trained.3 Looking at the other side of the equation, what follower traits did Bill Walsh or Tom Landry demand from their assistants? Scholars argue that there needs to be a shift to a team and follower focus because a leader without followers is not a leader. Robert Kelley states that “in the office and on the factory floor . . . we see increased emphasis on teams, collaboration, follower ownership, and grass-roots movements.”4 In this shift, the lines are blurred between leaders and followers—if one perspective of leadership or followership is promoted over another, it weakens the ability to manage followers efficiently, leading to a sense of groupthink and conformism. Due to the increased demands of the global economy, this type of conformism views followers as “blindly obeying sheep” and is dysfunctional.5 Not only is the focus shifting to followership to address global changes in industry, but followers are the impetus behind organizational productivity. Kelley’s research shows that followers contribute 80 percent of the work in an organization, where leaders provide 20 percent. Even if we are in the -5-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP leadership position, we actually spend more time reporting to our superior than leading our followers.6 In high performing organizations, the leader and the follower (individually and collectively) are serving common organizational goals. How well this relationship works, specifically the quality of followership skills, directly impacts the organization’s success. Follower Traits The limited literature on followership offers a large number of characteristics that exemplary followers should share. In categorizing the numerous claims that writers and researchers have made, there are six different dimensions that can offer insight to the components of followership and can be developed using the three domains of learning— organizational learning, institutional learning, and self-development. The first two are skill-based and can be formally learned in a classroom or an institutional educational setting: interpersonal communication skills and conflict orientation. The next two dimensions are personal traits that can be developed through operational experience: initiative and integrity. The final two dimensions (also personal traits) are defined as characteristics that make up the disposition of the personality of the follower and can be enhanced through self-development: professionalism and intelligence. Skill-Based Characteristics in the Institutional Domain Of the three domains of learning, followers first begin their development in the schoolhouse. Follower development is a deliberate, continuous, sequential, and progressive process grounded in Army Values and grows Soldiers and Civilians into competent and confident followers capable of working well on teams and within organizations to execute decisive action. Initial follower development is achieved through the synthesis of the knowledge, skills, and experiences gained through institutional training. To that end, the Army leverages professional development education (professional Military education and the Civilian Education System) and uses resident and distributed Learning education to enhance the followers’ ability to influence their organization. No longer are followers expected to follow their leaders blindly; rather the expectation is that followers serve as active influencers in their organizations, oriented around the organization’s goals and objectives, and they will actively seek out institutional opportunities to develop their skills in an institutional setting. This knowledge gained at the institution is then augmented at the local level by mentoring, coaching, and counseling, as well as selecting the right talent for specific job assignments. -6-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Interpersonal Communication Interpersonal communication skill is the first dimension that is paramount to developing exemplary followers. The ability to interact with one another, regardless of age, gender, culture, and status is crucial to being a versatile follower and making a difference in the organization’s success. Exemplary followers are aware of their role with other people, how they are perceived through their communication efforts, and the expectations attached to those developed relationships. It is logical to claim that interpersonal communication is integral to followership development because of the sheer number of interactions that occur on a daily basis in the workplace. Interpersonal communication is such an important aspect to being a functional member of society that all areas of communication would be helpful to enrich the development of exemplary followers; however, areas of emphasis would include intercultural communication, gender communication, understanding stereotyping, and nonverbal communication. Followers who expand their background in these different areas would have the versatility and the breadth to be able to work with a diverse population. The Army profession is rich with opportunities for worldwide travel to interact with people from many different backgrounds; however, communication differences create barriers to aligning leaders and followers. In Albania, for example, shaking the head from side-to-side indicates agreement whereas the Western cultures interpret this as no. This misalignment has the potential to cause considerable confusion if speakers do not understand these differences at the outset of the conversation. Followers from a low-context culture may be more direct, and may be seen as more assertive and confident. However, followers from a high-context culture (where they rely less on verbal communication and more on the context of nonverbal actions and environment) may not connect as easily with someone who was raised in a different environment. Conscious, directed study of these cultural nuances will help followers minimize cultural barriers and enhance the success of the communication exchange.7 As important as intercultural communication is, interpersonal communication (primarily in regards to gender) can considerably aid followers in their interactions. Gender communication is dynamic and sometimes emotive; it happens all the time, every day, and in all contexts; and it is a constant source of change when considering the social norms surrounding the issues of gender. Linda Ford explains that men and women tend to have different approaches to questions. -7-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP For example, if a woman has a fact or opinion, she may choose to raise her issue in the form of a question. On the other hand, even when a man doesn’t have facts, he may express his view as a definitive statement. For men and women, questions may be heard as a sign of weakness or lack of knowledge; statements can sound like arrogance.8 To excel as followers, people must be able to aptly adapt their interpersonal communication in interactions with the opposite gender. It is specifically important for followers to be aware of how their own behavior changes when crossing gender lines; the development of this trait calls for intense study. Followers greatly enhance their professionalism when communication inherently respects gender differences without compromising mission accomplishment. The two generations most prevalent in the workplace are Generation Xers (1960-1980) and Baby Boomers (1946-1964). Additionally, on the younger side, there are a few members of Millennials (1980-2000) and on the other side there are members of the Traditionalists (1920–1946). Dr. Arthur P. McMahan says, When you begin to design activities that address generational diversity issues, pay close attention to communication preferences. The newest followers in the workforce grew up with computers, Internet, and electronic communication devices. Baby Boomers and Traditionalists had radio, TV, and newspapers as their primary sources of information during their developing years. The experiences that each generation has during formative years could result in differences in the way each group prefers to receive and absorb information.9 Effectively communicating ideas across the generational divides allows the potential of each member to be maximized and becomes a key to success within the organization. Equally important is the awareness of perpetuating stereotypes in interpersonal relationships. If followers are skilled at identifying stereotypes, they can be equipped to defeat the impact in the workplace. A working environment void of negative stereotyping and the misunderstanding that can result creates a comfortable working environment that promotes the organization’s mission effectiveness. Stereotyping, by definition, breeds false, possibly negative perceptions of co-followers and peers, which hinders -8-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP organizational success. There can be a broad and pervasive tendency for people to perceive and interpret others in terms of their feelings at the time; awareness and study can significantly empower them to overcome negative stereotyping in organizations, specifically followers in their interactions with their leaders. Finally, 65 percent of interpersonal communication is nonverbal.10 The use of eye contact, facial expressions, gestures, and posture can emphasize, deemphasize, contradict, or undermine what the spoken language is trying to say. When followers align their nonverbal communication with their verbal communication, they express their ideas much more clearly and appear much more confident. Professional followers ensure that all communication (verbal and nonverbal) is in agreement to avoid miscommunication. The bottom line is that followers skilled in interpersonal skills will have the versatility to be able to work with different types of people, specifically regarding culture, gender, stereotypes, and age. Interpersonal Skills • Cultural Awareness • Gender Communication • Generational Communication • Stereotyping Awareness • Nonverbal Communication Follower Trait Summary: Interpersonal Skills Conflict Orientation The second dimension that is key to effective followership is conflict orientation. Effective followers have a thorough understanding of the organizational goals and can make intelligent decisions in regard to leadership guidance. Willingness to confront decisions or policies and knowing how to do so in a supportive and effective way are critical skills for high-performance followers. In the workplace, conflict is inevitable because people do not perceive things in exactly the same way, nor should they. Organizational success is predicated on how well the workforce deals with business conflicts. Followers are constantly exposed to conflict. In fact, Robert Lussier and Christopher Achua suggest that one-fifth of the workday is devoted to handling conflict and is, thus, an important followership skill. The ability to resolve conflicts has a direct impact on an organization’s success and (with the trend towards teamwork) conflict skills are increasingly important -9-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP to team building and team decision making. Conflict is often thought of as fighting and is viewed as disruptive; however, conflict is an inherent part of organizational activity. When conflict is not resolved effectively, negative consequences occur and prevent the achievement of organizational objectives. Functional conflict, on the other end of the spectrum, exists when disagreement and opposition supports the achievement of organizational goals and objectives and increases the quality of group decisions leading to innovative changes. The important question to ask is not whether conflict is disruptive or functional, but how to manage conflict effectively to benefit the organization.11 Stephen Lundin highlights confrontation skills well in a discussion on the importance of integrity. “This type of communication requires a number of skills, including a willingness to seek the truth, the ability to cope with conflict, and the confidence to take personal risks to benefit the common good.”12 Tom Brown agrees, claiming that followers have the important role to “speak up . . . forcefully, not timidly” if the leader is defying the vision of the organization.13 Specific skills that would be ideal for followership training are problem-solving, coping with change, and conflict management. Communication Studies may be the right avenue to specifically address the skill of positive conflict orientation required in followers. Training programs for various organizations can include the development of conflict orientation skills as a part of follower or member orientation. Since the groundwork has already been laid for understanding varying means of conflict, communication scholars can now provide these tools for followers to empower their organizations. Conflict Orientation • Willingness to Seek the Truth • Speak up Forcefully . . . Not Timidly • Problem Solving • Coping with Change • Conflict Management Follower Trait Summary: Conflict Orientation Personal Characteristics in the Operational Domain In many instances, the best development opportunities for followers occur in the workplace. As a lifelong learning institution, the Army continually -10-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP determines the potential differences between operations today and those the Army will encounter in the future and develops the capabilities to meet those changes. Followers who examine their organizational experiences critically will ultimately learn from them to find better methods to accomplish the organization’s mission. Open mindedness and imagination create an effective organizational learning environment; however, followers should not be afraid to make mistakes. If a follower is reaching into unexamined areas in an effort to improve the organization, mistakes will be made and learning will take place from those mistakes. Followers must stay positive, learn from those mistakes, and remain confident in their own ability to make learning a lifelong commitment. French Military theorist Ardant Du Picq stressed the importance of learning. “The instruments of battle are valuable only if one knows how to use them . . . .”14 Initiative A great challenge for leaders is to encourage their followers to exercise proper initiative. Followers who have never walked in a leadership position are often reluctant to recognize that a situation requires them to take responsibility and step forward. This could be as minor as speaking up when the individual has technical knowledge or situational information that the boss lacks. Organizational climate can largely determine the extent to which initiative and input are encouraged. Leaders set the conditions for initiative by guiding followers to think through problems for themselves, thus building confidence in their followers’ competence and ability to solve problems. Followers, however, must understand that leaders cannot possibly be experts in every part of their broad spans of control and that leaders must rely on the expertise of their followers to achieve the goals of the organization. Followers must take action, using their resident expertise to promote the organizational goals and mission. The second Army Value is Duty—fulfill all required obligations; however, duty extends beyond just those things required by law, regulation, and orders.15 Professionals work not just to meet the minimum standard, but consistently strive to excel in their professional responsibilities. Professional followers anticipate what needs to be done before being told what to do. They exercise initiative when they fulfill the purpose (not merely the letter) of the tasks they have been assigned and the orders they have received; the task is not complete until the intent is achieved. Innovation is a subset of initiative and describes the Army followers’ -11-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP ability to develop something new when an opportunity arises. Innovative organizations spark creativity in the production of ideas that are original and worthwhile. At times, new problems present themselves or old problems require new solutions. Effective Army followers seize those opportunities to think creatively and demonstrate initiative and innovation. A key concept of critical thinking is to develop new approaches and ideas to challenge organizations. Effective followers come up with new ways for peers and leaders to accomplish tasks and missions using adaptive approaches and drawing from previous similar circumstances or methods. Followers who exemplify initiative battle organizational complacency by challenging their peers with forward-looking approaches and ideas. Combining innovation with initiative, followers rely on intuition, experience, knowledge, and input from their peers and “reinforce team building by making everybody responsible for, and consequently stakeholders in, the innovation process.”16 Initiative • The tendency to introduce new ideas when the and opportunity exists or in the face of challenging circumstances Innovation • Strive to excel in professional responsibility • Creativity in the production of ideas and objects that are both novel or original and worthwhile or appropriate • Reinforce team building Follower Trait Summary: Initiative and Innovation Integrity Followers must, at all times, demonstrate integrity in everything they do. This can best be summed up by the phrase “do what’s right, legally, morally, even when nobody is looking.” Integrity refers to behavior that is honest and ethical, in effect making people trustworthy. Honesty inspires truthfulness rather than deception, and many researchers found that integrity is the most prized asset that followers can possess. According to Lussier and Achua, “Trustworthiness is an important part of organizational success; trusting relationships are at the heart of profit making and sustainability in the global knowledge-based economy. Honesty and trust are so important at CompUSA that any follower who is caught telling a lie is fired immediately; according to the CEO, ‘We all trust each other.’”17 -12-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Followers must be able to trust their leaders, and leaders must be able to trust their followers. To be viewed as trustworthy and a person of integrity, followers must be honest to a fault, support their leaders with actions replete with the truth, and keep their confidences. If peers discover that their co- follower has lied or has manipulated the truth for personal gain, that follower will be seen to be undependable and, most importantly, not to be trusted. Integrity is the number one trait that managers want in their followers. At General Electric, integrity is its core value. At GE’s website (http://www. ge.com), former CEO Jack Welch told followers to do everything with integrity.18 This is not to say that unanticipated events never happen. If followers inadvertently present bad information, they should correct the error upon discovery. Followers of integrity do the right thing not because it is convenient or because they have no other choice. They choose the path of truth because their character permits nothing less, assuming the followers inherently understand right versus wrong. Just as important, followers should do what is right, even at personal cost. They demonstrate the Army Values personally and inculcate them into their everyday lives. Personal values may extend beyond Army Values, to include “such things as political, cultural, or religious beliefs; however, as Army followers and persons of integrity, these values should reinforce, not contradict, Army values.”19 Integrity • Do what is right legally, morally, and when nobody is looking • Honesty and Truthfulness • Trusting Relationships • Integrity is a Core Value Follower Trait Summary: Integrity Personal Characteristics in the Self-Development Domain Of all the learning domains, self-development is continuous and must be pursued during institutional and operational assignments. Successful self-development begins with motivated individuals and is augmented by a concerted team effort. Quality feedback from multiple sources—peers, followers, and superiors—is imperative and leads to the establishment of self-development goals. The followers’ Individual Development Plans become the key documents to improve individual performance by enhancing acquired skills, knowledge, behaviors, and experience, further -13-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP demonstrating the potential for progressively more complex and higher- level assignments. In general, self-development for followers is structured and focused; however, the focus significantly broadens as individuals identify their own strengths and weaknesses, determine individual needs, and become more independent.20 Professionalism The most encompassing aspect of followership (and possibly the hardest to explain in concrete terms) is professionalism. Followers who act in accordance with accepted appropriate standards enable others to work collaboratively and efficiently. If followers are to perform on exemplary levels, they must be aware of certain unprofessional actions or omissions that will certainly damage their credibility. Professional behavior as a follower must include dependability, technical competence, and complete honesty. William Crockett adds “self-discipline” and “self-management” and states that followers who are professional are responsible for themselves and for their own behavior. Good followers are fully accountable for the actions they take and are aware of how their actions affect the success of the organization.21 Ethical and honest communication, workplace appearance, effective listening, and planned, pertinent writing are inherent in professionalism. Effective followers constantly examine their habitual standards of dress, nonverbal expressions, and speech patterns. To determine if they are presenting a competent image to their peers, followers must seek feedback on their capabilities and take responsibility for their own development; this requires self-awareness, humility, and objectivity about their own performance. Though these skills can be obtained through experience, pursuing formal education in these areas allows less experienced followers to assimilate in productive organizations much faster. Using a 360 degree assessment, for example, will help followers gain honest appraisal of their strengths and weaknesses. Self-presentation is vital. The appropriate use of language, for instance, greatly enhances one’s professionalism. Language should reflect the formality of the situation, and more formal language should be spoken to those with higher power. Jargon and slang, if used at all, should be contingent on the specific audience so that communication is understood. Profanity should be avoided, as its use demonstrates a significant linguistic deficit on the part of the speaker. Finally, appropriate dress and grooming show respect and consideration for the organization and for the people with whom you -14-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP interact. In the end, demonstrating these attributes of professionalism not only lends immense credibility to followers when working with their leader, but also ensures a strong and favorable working relationship. Followers who are professional display confidence, assurance, interest, and respect, thus furthering the goals and missions of the organization. Professionalism • Dependability • Competence • Honesty • Self-Discipline • Self-Management • Self-Presentation • Use of Language • Appropriate Dress Follower trait summary: Professionalism Intelligence and Mental Agility Intelligence is an expression of the mental tendencies and resources that mold conceptual abilities, which then can be applied to one’s duties and responsibilities. It enables sound judgment before implementing concepts and plans, helps one think creatively, and promotes analytical reason replete with cultural sensitivity to consider unintended as well as intended consequences. Like a basketball player trying to anticipate an opponent’s moves, followers must think through what they expect to occur because of a decision. Some actions may set off a chain of events; therefore, followers must attempt to anticipate the second- and third-order effects of their actions.22 Mental agility, as a subset of intelligence, is an ability to anticipate or adapt to changing conditions. Because the Army is forced to operate in times of ambiguity, agility encourages the contemplation of all ramifications when current decisions or actions fail to achieve expectations. “It breaks habitual thought patterns, promoting improvisation when faced with conceptual impasses and provides quick application of multiple perspectives to consider new approaches or solutions.”23 The ability to reason critically while remaining open to multiple possibilities allows discovery of the truth in instances where direct observation is insufficient, impossible, or impractical. It allows the full contemplation of problems to develop solutions—central to a follower’s exercise of judgment and contribution to decision making. -15-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP As the Army leadership manual states, “Critical thinking is the key to understanding changing situations, finding causes, arriving at justifiable conclusions, making good judgments, and learning from experience.”24 Followers must be well-versed in critical thinking skills to better promote their organizations’ vision and intent. Intelligence • Flexibility of mind and Mental • The tendency to anticipate or adapt to Agility uncertain or changing situations; to think through second- and third-order effects when current decisions or actions are not producing the desired effects • The ability to break out of habitual thought patterns • The ability to quickly apply multiple perspectives and approaches to assessment, conceptualization, and evaluation Follower trait summary: Intelligence and Mental Agility Conclusion The Army is a bureaucracy with a rigid hierarchical structure. This structure tends to highlight its leaders and develop institutional mechanisms to further enhance their leadership capabilities. But what about those whom the leader leads? What should the Army do? In a world where everyone answers to someone else along highly bureaucratic lines, where leaders on top may be distant from their followers, followers can face the danger of setting precedents of passivity that could deny them power in the future. Organizationally, the Army should counter this passivity, empower followers to be thinking agents of the bureaucratic structure, and allow them ownership of the organization’s growth and success. The Army should grant followers the power to challenge and change the future direction of their organizations. There are voices that have spoken out in defense of followers, some louder than others, all with the purpose to promote the development of followership. Kelley states: We are a nation of followers. The United States is a 200-year old experiment in the belief that common people like you and me - the follower, if you will - believe enough in ourselves to govern ourselves. The spirit of American democracy elevates and elaborates the role of the follower.25 -16-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Empowering resources are available to answer their calls. Skill-based traits of interpersonal communication skills and conflict orientation are key institutionally-driven dimensions that enhance followership development. Additionally, initiative and integrity acquired on the job, when coupled with the personal-based traits of professionalism and intelligence, provide a developmental roadmap for followers to use as they empower themselves to strengthen their leaders and their organizations. Notes 1. Ira Chaleff, The Courageous Follower (San Francisco, CA: Berrt-Kuehler Publishers, Inc., 1995), 4. 2. John C. Maxwell, The 21 Irrefutable Laws of Leadership (Nashville, TN: Thomas Nelson Publishers, 1998), 134. 3. Ibid. 4. Robert E. Kelley, The Power of Followership (New York, NY: Bantam Doubleday Dell Publishing Group, Inc., 1992), 8. 5. Ibid., 12-13. 6. Ibid., 20-21. 7. Judee K. Burgoon, David B. Buller, and W. Gill Woodall, Nonverbal Communication: The Unspoken Dialogue (New York, NY: Harper & Row Publishers, 1989), 26-29. 8. Linda Ford, The Fourth Factor: Managing Corporate Culture (Indianapolis, IN: Dog Ear Publishing, 2008), 38. 9. Arthur P. McMahan, “Intergenerational Diversity,” Army Management Staff College Perspectives on Leadership, (Fort Belvoir, VA: Army Management Staff College, 2008). 10. Burgoon, Buller, and Woodall, Nonverbal Communication, 4. 11. Robert N. Lussier and Christopher F. Achua, Leadership: Theory, Application, Skill Development, 2nd ed. (Eagan, MN: South-Western, Thompson, 2004), 245-246. 12. Stephen C. Lundin, Lynne C. Lancaster, and John W. Gardner, “The Importance of Followership,” The Futurist 24, no. 3 (May-June 1990): 18 (5). Academic OneFile. Gale. Remote access for CFSC; available on the Internet at http://find.galegroup. com/itx/start.do?prodld=AONE (Accessed 1 April 2008) 13. Tom Brown, “Great Leaders Need Great Followers,” Industry Week 244, no. 16, (4 September 1995); Available on the Internet at http://proquest.umi.com/pqdlink?did=8 80047&sid=1&Fmt=3&clientid=30287&RQT=309&VName=PQD 14. Army Leadership: Competent, Confident, and Agile [Field Manual 6-22] (Washington, D.C.: Department of the Army, 12 October 2006), 8-11. 15. Ibid., 4-5. 16. Ibid., 6-2 to 6-3. 17. Lussier and Achua, 35. 18. Ibid. 19. Army Leadership, 4-8. 20. Ibid., 8-7. -17-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP 21. William J. Crockett, “Dynamic Subordinancy,” Training and Development Journal (May 1981): 162. 22. Army Leadership, 6-1. 23. Ibid. 24. Ibid. 25. Kelley, 24. -18-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Charles Stokes Interpersonal Skills: A Key to Effective Leadership Introduction Schermerhorn states that leadership is a special case of interpersonal influences that gets an individual or group to do what the leader wants done.1 Leadership is defined in Army Field Manual 6-22, Army Leadership, as “influencing people, by providing purpose, direction, and motivation, while operating to accomplish (an objective, mission, or to improve the organization).”2 In order to be effective in leadership positions, there are certain skills that leaders must demonstrate and possess. These skills can be collectively referred to as interpersonal skills or “people skills.” They can be learned and captured succinctly. This chapter addresses communicating, supervising, and counseling as vital interpersonal skills for successful leaders. Communicating Speaking is the most common form of communication used to relay messages, thoughts, and ideas from one person to another. Effective oral communication skills are one of the hallmark traits of a leader. Leaders are consistently able to influence the actions of followers to accomplish organizational objectives, goals, and vision. They must master the skill of speaking effectively by knowing their audience and being able to -19-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP communicate with them. President John F. Kennedy and Rev. Dr. Martin L. King, Jr. were great leaders, and their success was in part due to their ability to communicate effectively. This skill enabled them to depict their vision clearly and succinctly to their staff as well as to the public. The quality and characteristics of their oral communications serve as a model for all communications skills. The learned use of logic, organization, directness, and precision can ensure effective flow of ideas in oral communication. Speakers cannot learn how to speak effectively simply by reading books. Skill in presenting a speech or briefing requires knowledge of the principles of speech and experience gained only through considerable practice, rehearsal, and performance. Even the most accomplished speakers learn something every time they brief or make a speech. With each speaking engagement, they are afforded an opportunity to further perfect their personal speaking techniques and develop the confidence to speak to a variety of audiences. There are universal attributes that make both the speaker and the speech effective, regardless of the type of speech presented. These attributes include integrity, character, knowledge, and skill. Integrity and Character Integrity is a reflection of personal qualities such as high moral and ethical standards and character. Ralph Waldo Emerson once said that “Character is higher than intellect . . . a great soul will be strong to live, as well as to think” and of integrity. “What you are . . . thunders so that I cannot hear what you say to the contrary.”3 The great philosopher Aristotle said, “The speaker’s character is the most potent of all the means of persuasion.”4 These timeless quotes show that integrity and character play into the ability to communicate. One cannot communicate without eventually revealing the true self. If the self revealed is perceived as false, inaccurate, or pompous, the audience will refuse to accept what is being said. There will be a lingering suspicion that will prevent the listeners from responding wholeheartedly and accepting the speaker’s point of view. Knowledge It is imperative that speakers have comprehensive knowledge of the subject material presented. Speakers in public forums are often in positions to influence others; this carries with it an obligation to speak knowledgably about the topic being presented. They must also know and have consideration for their audience, remembering that the attendees may have come to obtain new ideas, encouragement, or information. Speakers must have up-to-date -20-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP mastery of their subject material. Alfred North Whitehead put it another way when he said, “A merely well-informed man is the most useless bore on God’s earth.”5 An effective speaker must not only have something to say, but must also have the knowledge and skill to say it well. Skill Presenting Delivery of the message in a clear, concise, succinct, and logical manner requires skill. While integrity and character can be considered as internal or not readily known; knowledge and skill are readily observed and may be developed through specific study and practice. The first skill needed is that of organizing material for the audience. Most effective speeches have patterns of organization that the audience can recognize, understand, and follow as an introduction, body, and conclusion. In addition to organizing the speech to flow smoothly and in a logical order, speakers must have the skill to deliver the presentation. They must be able to project main ideas and thoughts to the audience; however, delivery alone cannot replace substance. The manner in which the speech is delivered lends credibility as speakers project ideas that give dignity, force, and effectiveness to their presentations. All ideas and feelings communicated through speech occur in the form of audible or visible symbols. Speakers should talk loudly enough to be heard, be fluent, be forceful; and use body language, gestures, and animation to help get their ideas across to the audience. Visual aids, such as charts and graphics should be clear and uncluttered. Charts should be used to make the speaker’s point and to clarify specific information. The ability to handle questions and questioners is another skill that leaders need. This skill is especially acute during Military briefings because they normally include a question-and-answer period. Experienced speakers anticipate the possible questions that may arise in the minds of their listeners and incorporate the answers into the briefing itself. Because listeners can interrupt a briefing with questions at any time, speakers need additional facts available to respond to them. The steps to create a presentation or briefing are basically the same— know the role as briefer; know the audience; and know the subject matter. Speakers should expertly “sell” their ideas to the audiences. The introduction has three purposes, to gain attention, establish goodwill, and disclose and clarify the subject. A technique used by many established speakers is to first -21-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP gain the audiences’ attention and establish goodwill. The noted American psychologist and philosopher William James said, “What holds attention determines action.”6 If you can get the attention of the audience and can keep that attention sharply focused on the speech, the audience will tend to respond as desired. The first requisite of effective speech is to engage the attention of the listeners. Unless someone attunes to what speakers are saying, they are not communicating. It is the speaker’s job to ensure that the audience receives the intended message. An effective way to grab the audience’s attention is to begin with an interesting narrative to illustrate a point or the message to be conveyed. A striking incident that dramatizes the central idea of a speech can be one of the most effective openings for a speech. For example, this classic attention-getter was used by Arthur Taylor, President of Columbia Broadcasting at the Los Angeles World Affairs Council in 1973. To capture the audience’s attention, he began his speech by stating the little known fact that the last major battle of the War of 1812 (the Battle of New Orleans) was fought on January 8, 1815, after the Treaty of Ghent (which ended the war) was signed on December 24, 1814.7 The heart of the speech is the body. Building the body of the speech involves arranging or rearranging the main points of the tentative outline, so that the speaker’s thoughts and ideas flow smoothly, and each point is developed as effectively as possible. Regardless of how long the speech may be, it should not have more than three or four main points and almost never more than five. Ideas should be carefully analyzed and reduced to a few basic parts. If the speech has too many main points, the analysis is likely faulty and follower ideas have been substituted for main ideas. Nothing weakens a speech more than the speaker breaking off suddenly, just stopping, or saying, “Well, that’s it.” A conclusion should contain at least three elements. First, it should summarize the main ideas to remind the audience of the objectives of the speech. Second, it may contain a brief recapitulation of main points, a quotation that epitomizes the argument, an illustration or narrative that dramatizes the central ideas, or any device that focuses attention on the main ideas and ties them together. Finally, the conclusion should leave the audience favorably disposed toward the speaker. It is a way of saying goodbye. Speakers should strive in composition and delivery in order to achieve closure—a tone of finality that clearly indicates -22-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP that the talk is finished. The public speaking checklist (Figure 1) is a useful guide that may help when preparing to present a speech or briefing.6 Supervising Supervision is a key people skill (much akin to leadership) that can be further developed by using interpersonal skills. Carter McNamara, in his article, “ Basics-Definitions (and Misconceptions) about Management” states that leaders typically are responsible for directly reporting progress and productivity in the organization. Supervision often includes: • Using basic management skills (i.e., decision-making, problem- solving, planning, delegation, and meeting management) • Organizing teams • Noticing the need for and designing new job roles in the group • Hiring new followers • Training new followers • Managing follower performance (setting goals, observing and giving feedback, addressing performance issues, and initiating disciplinary actions, etc.) • Ensuring conformance to personnel policies and other internal regulations.8 Supervision encompasses a multitude of responsibilities that involves more tasks than the leader can handle alone. In order to be successful, the leader must use time wisely and employ a full array of interpersonal skills. For example, the leader empowers and delegates, which is a process of assigning responsibility and giving authority to followers to perform and accomplish specific tasks that they may not normally perform. These practices lead to improved time management and allow the leader to focus on other important issues. In the book, Leadership: Theory, Application, Skill Development, Robert Lussier and Christopher Achua say that delegating refers to giving followers new tasks to perform. The new task may become part of a redesigned job, or it may simply be a one-time event.9 The true art of delegation lies in the leader’s ability to know when and how to delegate. Leaders should delegate work when there is not enough time to attend to priority tasks and when followers seek more challenges and opportunities. Coaching is a useful tool if the delegated task is one with which the follower is unfamiliar. Coaching a follower on how to perform a new task not only increases a leader’s span -23-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP of delegation, but allows the leader increased flexibility; it frees up time to perform tasks of higher importance. Lussier and Achua also suggest the use of a four-step delegation model to help the leader determine which tasks to delegate to followers. The leader must: • Explain the need for delegating and the reason for selecting the follower. • Set objectives that define responsibility, the level of authority, and deadlines. • Write objectives, assign a coach, and empower the follower with levels of authority necessary to perform the assigned tasks. • Establish control check points and hold the follower accountable.10 Counseling, Coaching, and Mentoring Effective leaders continually seek opportunities to improve their leadership skills. The ability to counsel, coach, and mentor are key interpersonal skills that help make leaders effective. Using these skills enables them to interact with followers to improve job performance and increase two-way communication, which allows for direct transmission of information equally between the leader and the follower. These interactions result in opportunities to discuss specific follower concerns and job performance and to make recommendations with the ultimate goal of increasing organizational effectiveness and working relationships between followers, leaders, customers, and peers. Generally, anytime leaders communicate with followers, it is an opportunity to use interpersonal skills for individual development or discussion of training. These sessions will hold to be particularly true if the followers are performing below standard. Coaching, counseling, and mentoring sessions provide opportunity to recognize high performers and recommend training that will enhance future organizational goals and personal goals of the follower. Counseling Interpersonal opportunities for recognition of performance can be presented during counseling sessions, which are basically a follower-centered communication activity. During counseling sessions, plans outlining actions necessary to achieve individual training, education, or organizational goals are acknowledged. Army Field Manual 6-22, Army Leadership: Confident, Competent, and Agile, describes counseling as the process used by leaders to review (with followers) the follower’s demonstrated performance and -24-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP potential. During counseling, followers are not passive listeners but rather active participants in the process.11 When leaders prepare to counsel their people, they mentally organize themselves in order to isolate relevant issues. They use standard formats or create their own, which normally includes four elements: • The need for counseling is identified; this need may stem from an organizational requirement such as counseling prior to an evaluation. The need may also stem from observing the followers’ performance compared to expected standards or from a developmental need. • Leaders select a suitable location and time that is convenient for both the leader and the follower. Followers are notified well in advance and leaders have a structured counseling plan. • The session is conducted by the leader and follower discussing the issues together. Leaders adhere to the developed plan of action and record and close the sessions. • Leaders follow up to ensure that required actions are taken. During counseling, leaders help followers identify their strengths and weaknesses and create plans of action. To make the plans work, leaders actively support their followers throughout the implementation and assessment processes. Followers are encouraged to invest themselves in the process by being forthright in their willingness to improve and be candid in their assessment and goal-setting. The Army recognizes three types of counseling for Soldiers and Civilians—event counseling, performance counseling, and professional growth counseling.12 Event Counseling Leaders conduct event counseling to cover a specific event or situation. It may precede events such as going to a promotion board or attending a school. It may also follow events such as exceptional duty performance, a performance problem, or a personal problem. Event counseling is also recommended for reception into a unit or organization, for crises, and for transition from an organization or unit, or separation from the Army. Performance Counseling Leaders use performance counseling as a means to review a follower’s duty performance during a specified period. The leader and the follower -25-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP jointly establish performance objectives and clear standards for the next counseling period. The counseling focuses on the follower’s strengths, areas to improve, and potential. Effective counseling includes providing specific examples of strengths and areas needing improvement and providing guidance on how followers can improve their performance. Performance counseling is required under the officer, noncommissioned officer (NCO), and Army Civilian evaluation reporting systems. Professional Growth Counseling Professionalgrowthcounselingincludesplanningfortheaccomplishment of individual and professional goals. It has a developmental orientation and helps followers identify and achieve organizational and individual goals. Professional growth counseling includes a review of performance (to identify and discuss the follower’s strengths and weaknesses) and creation of an Individual Development Plan. The plan builds on existing strengths to overcome weaknesses. A part of professional growth counseling is a discussion characterized as a “pathway to success.” It establishes short- and long-term goals for the follower. These goals may include opportunities for Civilian or Military education, future duty assignments, special programs, or reenlistment options. Leaders help develop specific courses of action tailored to each individual. Approaches to Counseling Inexperienced leaders are sometimes uncomfortable when confronting a follower who is not performing to standard. Counseling is not about leader comfort; it is about correcting the performance or developing the character of a follower. To counsel effectively, leaders must demonstrate certain qualities, such as respect for followers, self-awareness, cultural awareness, empathy, and credibility. Effective leaders are self-aware; they are conscious of personal behaviors, traits, and feelings that contribute to their personalities. The first step to becoming an effective leader is to know self. This saying is especially true when counseling. Self-aware leaders are knowledgeable of cultural differences; they identify with followers by showing empathy and respect, regardless of the circumstances. Leaders must be fair, honest, and respectful to gain the trust of the followers they counsel. Observance of these basic leader attributes adds credibility to the counseling session. One challenging aspect of counseling is selecting the proper approach -26-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP for specific situations. For leaders to counsel effectively, they use a technique that fits the situation. Some cases may only require providing information or listening. A follower’s improvement may call for just a brief word of praise. Other situations may require structured counseling, followed by specific plans of action. Leaders should approach each follower as an individual. Counseling includes nondirective, directive, and combined approaches. The major difference between the approaches is the degree to which the follower participates and interacts during the counseling session. The nondirective approach is preferred for most counseling sessions. Leaders use their experiences, insight, and judgment to help followers develop solutions. Leaders partially structure this type of counseling by telling the follower about the counseling process and explaining the expectations. The directive approach works best to correct simple problems, make on- the-spot corrections, and correct aspects of duty performance. When using the directive style, the leader does most of the talking and tells the follower what to do and when to do it. In contrast to the nondirective approach, the leader directs a course of action for the follower. In the combined approach, the leader uses techniques from both directive and nondirective approaches and adjusts them to articulate what is best for the follower. The combined approach emphasizes the follower’s planning and decision-making responsibilities.13 Coaching Another opportunity for leaders to use their interpersonal skills effectively is during coaching sessions, they might be assessing the follower’s performance based on observations and feedback. Leaders may find that some followers may want to take on more responsibilities or new assignments. Coaching is a cost-effective way to train followers in new skills or tasks. Skilled leaders will guide their followers on the details and requirements of the job while the followers actually perform the tasks. The benefits of coaching are that it allows followers to upgrade their skills and their performance levels; it is a form of follower-development without formal off-the-job training time. Another benefit is that coaching frees up time by allowing work to be distributed to a larger work pool. Coaching can be used to help followers and improve performance by working with leaders (or skilled peers) under a developed coaching plan of action to sustain strengths and overcome weaknesses. -27-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Lussier and Achua refer to coaching as a process of giving motivational feedback to maintain and improve performance. Coaching is designed to maximize follower strengths and minimize weaknesses. Coaching helps leaders concentrate on goals, develop resiliency, and build interpersonal savvy.14 As with counseling, many leaders use guidelines to map out a coaching strategy. Lussier and Achua created the following coaching guidelines for that purpose: • Develop a supportive working relationship • Give praise and recognition • Avoid blame and embarrassment • Focus on the behavior, not the person • Have followers assess their own performance • Give specific and descriptive feedback • Give coaching feedback • Provide modeling and training • Make feedback timely, but flexible • Do not criticize • Be specific, descriptive, and non-judgmental The tasks may seem simple to the leader; but for a new trainee, it may be difficult15 Mentoring One of the most powerful interpersonal skills is mentoring. As a mentor, the leader serves as a trusted counselor or teacher, especially in occupational settings. Two-way communication exists between the follower being guided and the mentor, who is usually the senior person. The mentor “shows the ropes” of the organization to the protégé, pointing out organizational norms and other pertinent information for success. Army Regulation 600-100, Army Leadership, defines mentoring as the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect.16 Army Field Manual 6-22, Army Leadership, further explains that mentorship takes place when the mentor provides a less experienced leader with advice and counsel over time to help with professional and personal growth. The developing leader often initiates the relationship and seeks counsel from the mentor. The mentor takes the initiative to check on the well-being and development of that person. -28-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Mentorship affects both personal development (maturity, interpersonal, and communication skills) and professional development (technical and tactical knowledge and career path knowledge).17 It is interesting to note here that both Army Regulation 600-100 and Field Manual 6-22 stress that mentoring is a mutual trust relationship between the mentor and the protégé. In many organizations formal mentoring programs are established where upcoming followers are arbitrarily assigned to a mentor. Caution should be exercised before embarking on this type of formal mentoring program. Consideration should be given to the following possible shortfalls: Personality incompatibility (conflict) between the mentor and protégé. Gender preference, some protégés prefer same- or opposite-gender mentors; failure to meet this personal requirement will result in a mismatch. Mismatched hours of availability and proximity of work locations can deter a successful mentoring relationship. Intergenerational Diversity (age differences) can be harmful if senior members (mentors) of the workforce are unaware of the younger generation’s expectations. The strength of individual mentoring relationships or mentoring programs is based on mutual trust and respect. The mentored should carefully consider assessments, feedback, and guidance; these considerations become valuable for the growth that occurs. Contrary to common belief, mentoring relationships are not confined to the senior-junior relationship. They are found between peers and notably in the Army between senior NCOs and junior officers.18 These relationships are also found between leaders and followers; protégés must be active participants in the developmental process; they should not wait for a mentor to choose them, but rather be proactive in their own development and request the mentor of their choice. Conclusion Leadership is a multifaceted art that must be studied, nurtured, and developed to be at its best. Simply following each of the steps outlined in this chapter will not make one an effective leader. However, being aware of the skills presented here (especially for the inexperienced leader) will enhance performance if leaders practice and fine-tune them to fit their needs and their personality. Entire regulations, pamphlets, manuals, and books are written on any one topic addressed in this chapter. Effective leadership and interpersonal skills are not developed overnight, but are accomplished and learned over time. The leaders’ use of the tools available to them and their ability to connect with others (through the use of interpersonal skills) is essential to leadership success. Mastery of oral -29-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP presentation, counseling, coaching, and mentoring skills, supervising, and empowering are hallmark qualities that benchmark outstanding leaders from the mediocre. These are skills that can be taught and learned and will assuredly increase any leader’s overall effectiveness. Public Speaking Checklist19 ORGANIZATION: (Discernible, balanced plan of presentation) Introduction. Identify yourself and use professional courtesy when addressing the person(s) being briefed. Establish the significance of the subject, the direction, and the purpose of the speech; identify your thesis. Body. Present the main ideas in a logical order, transitioning smoothly to provide continuity and coherence from point to point. Clearly state the facts that bear on the problem and any assumptions. Present advantages and disadvantages of each option presented. The presentation should reflect a careful analysis of the subject and audience. Conclusion/Summary. Tie the summary together with the main points of the speech in a meaningful way. Make an appropriate concluding statement and ask for questions. ANALYSIS: (Clear development of the issues; justification for judgments and assertions) Thesis/Focus. Make the thesis clear and unambiguous and (more importantly) identify it up front. Is the topic manageable and is it developed in sufficient detail without pointless departures from the subject? Logic. Make arguments unfailingly consistent and not contradict stated positions. Conclusions are reasonable and follow from the available evidence; avoid emotional language. Depth. Address the complexities of the issue, and avoid superficiality. -30-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Breadth. Consider other points of view when addressing the issue, and present information in an unbiased manner? Support. Present facts clearly, ensuring that they are accurate, credible, and objectively support the argument presented. DELIVERY: (How the speaker communicates) Appearance and Movement. Maintain a professional demeanor, and be well-groomed. Use gestures that are well-timed and natural, with purposeful movement to enhance the presentation. Eliminate distracting mannerisms such as repeated gestures, uh’s , um’s, and ok’s. Sincerity and Enthusiasm. Be openly enthusiastic and positive; show genuine concern for the subject and audience. Sell your ideas; do not just talk about them. Eye Contact. Establish eye contact with the audience, right, left, and center. Maintain eye contact throughout the presentation. Voice Quality. Use a rate of speech that is neither too fast nor too slow; use a tone and pitch that is natural and varied and not monotonous, too loud, or too soft. Visual Aids. Integrate simple, concise, easily visible, and neat visual aids throughout the presentation to strengthen communication. Check for spelling errors. Questions. Remain poised, and handle questions in a credible manner. Adherence to Time. Stay within the stated time limits! Figure 1 Public Speaking Checklist Notes 1. John R. Schermerhorn, Jr., James G. Hunt, and Richard N. Osborn, Organizational Behavior, 7th ed. (New York: John Wiley & Sons, Inc., 2000), 287. 2. Army Leadership: Competent, Confident, and Agile [Field Manual 6-22] (Washington, D.C., Headquarters, Department of the Army, October 2006), 1-2. 3. Ralph Waldo Emerson, The Complete Works of Ralph Waldo Emerson (Centenary Edition, edited and with notes by Edward Waldo Emerson), available on the Internet at http://quod.lib.umich.edu/e/emerson/ (accessed 21 May 2008). -31-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP 4. William A. Haskins, “Ethos and Manager’s Credibility: Lessons From the Classroom,” Global Virtue Ethics Review, January 2003; Available on the Internet at http://goliath.ecnext.com/coms2/gi_0199-2800993/Ethos-and-manager-s-credibility. html#abstract (accessed March 2008). 5. H. Johnson, ed., The Wit and Wisdom of Alfred North Whitehead (Whitefish, MT: Kessinger Publishing Company, 2007), 82. 6. William James, Psychology: Briefer Course (New York, N.Y.: Penguin Putman, Inc., 1992), 10. 7. Battle of New Orleans; Available on the Internet at http://en.wikipedia.org/wiki/ Battle_of_New_Orleans (accessed 10 May 2008). 8. Carter McNamara, “Basics - Definitions (and Misconceptions) About Management,” from the Free Management Library; available on the Internet at http://www. managementhelp.org/mgmnt/defntion.htm (accessed 20 May 2008). 9. Robert N. Lussier and Christopher F. Achua, Leadership: Theory, Application, Skill Development, 2nd ed. (Eagan, MN: South-Western, Thompson, 2004), 245-246. 10. Ibid., 247-249. 11. Army Leadership, 8-12. 12. Ibid. 13. Ibid., 8-12 to 8-13. 14. Lussier and Achua, 185. 15. Ibid., 186-189. 16. Army Leadership [Army Regulation 600-100] (Washington, D.C.: Headquarters, Department of the Army, 8 March 2007), 6. 17. Army Leadership, 8-14. 18. Ibid. 19. “Oral Presentation Assessment,” Army Management Staff College Student Guide, Version 1, Advanced Course Resident Curriculum (30 May 2008), 62 (adapted by author). -32-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Arthur P. McMahan, Ph.D. Intergenerational Diversity: A Leadership Tool Introduction From leadership 101 to studies in advanced leadership, we learn that a leader must be competent. One particular aspect of competence is awareness of the environment around us and those variables that may impact it. Leaders must know what is right and what is right for the situation if they are to convince followers to do the right thing. Peter Drucker said, “Leadership is lifting a person’s vision to high sights; the raising of a person’s performance to a higher standard; the building of a personality beyond its normal limitations.”1 In order to be successful, leaders must understand their people and the way they interact in the workplace. Awareness of generational diversity and the implications of having three or four generations of followers working on the same team can prove beneficial to leaders interested in maximizing efficiency and effectiveness. Notter says, “Diversity in the workplace is generally focused on working effectively with people who are different from you in the categories outlined in the law, i.e. race, gender, religion, etc.”2 Another aspect of diversity that is getting a lot more attention today is generational diversity. Many organizations have followers in their seventies or late sixties and some as young as 25. The knowledge and understanding about the values and interests -33-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP of each generation can arm you with tools that can enhance organizational performance. The following quote from the Generational Imperative Inc. sums up the point: By understanding each generation’s unique core values and attitudes, employers can enhance their ability to: 1) recruit the best followers, 2) retain them, 3) maximize their loyalty and fulfillment, and 4) improve intergenerational cooperation and understanding.3 What is Generational Diversity? Generation refers to a cohort of people born into and shaped by a particular span of time events, trends and developments.4 Notter defines generation as “a group of people defined by age boundaries—those who were born during certain eras. They share similar experiences growing up, and their values and attitudes (particularly about work-related topics) tend to be similar based on their shared experiences during their formative years.”5 The boundary years for each generation vary by a few years, but there is general agreement on the years listed below. Researchers were more adamant about the Baby Boomer parameters than any other because they saw a clear physical indication after World War II of the increase in the number of births in the United States starting in 1946. Individuals born on the fringes (early or late) of a generation may be quite different from those in the middle and could hold the values and interests of either the preceding or next generation. For as much as there is flexibility in the date parameters of generations, there is also a bit of flexibility in what each generation is called. The most commonly referenced names found throughout the research have been chosen for this chapter. The four generations likely to be represented in your workforce (see table 1) are 1) Traditionalists (1920-1945), 2) Baby Boomers (1946-1964, 3) Generation Xers (1960-1980) and 4) Millennials (1980-2000). Generational diversity is having two, three, or four of these generations represented in your organization or on your team.According to Dr. Constance Patterson, “Every generation is influenced by its period’s economic, political, and social events—from the Great Depression to the Civil Rights and women’s movements to the advent of television and advanced computer technologies.”6 The leader’s responsibility is to understand the values and interests of each group. Patterson further explains, -34-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP While obviously not every Traditionalist, Baby Boomer, Gen Xer, or Millennial may fit within their generational stereotype, taking note of generational diversity is still important, especially since intergenerational conflict in the workplace may keep plans, products, and ideas from moving forward.7 Understanding the characteristics of each group will allow leaders to appreciate groups and facilitate a cooperative and collaborative environment where different generations work in harmony. Generational Characteristics The Generations TRADITIONALIST BABY BOOMERS GENERATION Xers MILLENNIALS Born Born Born Born 1920-1945 1946-1964 1960-1980 1980-2000 Current Age Current Age Current Age Current Age 63-88 44-62 28-48 <28 Percent of Workforce Percent of Workforce Percent of Workforce Percent of Workforce 5 43 42 10 Table 1 Table one above shows each generation and the span of years in which its members were born. Below is a description of some of the key characteristics of each generation and some of the implications for leaders to consider. Traditionalists Traditionalists are sometimes called the Silent Generation, and its members were born roughly from 1920-1945, although some experts have them born as early as 1900. They hold the key to many of the formulas your organization has used in the past. These are your elder statesmen, your longest tenured, and (in some cases) your senior ranking members. Key events that shaped or influenced the lives of this generation are The Great Depression and World War II. Some key words to describe the traditionalists are dedication, sacrifice, conformity, and duty. This generation was loyal to their employers and often found themselves with one company or organization throughout their entire careers. One observation about this group (from the follower point of view) is -35-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP that they could be overbearing and somewhat rigid in their thinking, making them unwilling to accept other points of view. You may find them to be more conservative than their younger counterparts and a bit less prone to embrace technology and all of its many applications. Leaders should be aware that the traditionalist in your organization may retire at any moment and take away a host of institutional knowledge that is invaluable to your organization. Baby Boomers Baby Boomers (also referred to as Boomers) were born from 1946-1964, although some experts have the range at 1940-1962. The Vietnam War, the Civil Rights Movement, and television greatly influenced Boomers’ lives. The boom in Baby Boomers refers to a noticeable rise in the number of children born in the U.S. after World War II. While austerity and restraint were the norms during the stress of the war years, after the war couples reunited and returned to traditional roles. Returning (mostly male) soldiers re-entered the workforce, and many women left wartime work to concentrate on childbearing and child rearing. Researchers report that over 76 million babies were born during the Baby Boom era. Marriage became (again) a cultural and career norm for most women—and one result was babies.8 The Baby Boomer generation holds many of the leadership jobs today in business, government, and industry. Some of the prosperity that boomers experienced is a result of the hard work and frugality of their Traditionalist parents. Key words that describe this generation are personal gratification, optimism, team orientation, and involvement. This group is more technology savvy than the previous generation, but all have not fully embraced technology. A significant number of boomers are also eligible for retirement. Leaders should begin to develop succession plans to soften the impact that will be felt when boomers exit the workforce. Generation Xers Generation Xers are the children of Baby Boomers. Boomers who gained substantial socio-economic advantages over their Traditionalist parents passed those advantages on to their children. Born roughly from 1960-1980, this generation is smaller in number than previous generations. They are also referred to as Post Boomers. -36-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP One story has it that no one could come up with a name for this generation, so they called it “X.” Some significant events that influenced Xers’ lives were computers, Watergate, MTV, and an increase in single parent homes. Some key words that describe this generation are diversity, balance, fun, and self-reliance. Gen Xers grew up using computers and are technology- savvy. Compared to the two previous generations, they have a heightened expectation of the use and advantages of automation. Millennials Also known as Generation Y, the Internet Generation, and Generation Next, this is the newest group to join the workforce. Born from 1980-2000, this generation fully embraces the Internet and the art of multi-tasking. You should not be surprised to see a Millennial on the computer, text-messaging, listening to an iPod, and doing homework all at the same time. Morley Safer said, “The workplace has become a psychological battlefield, and the Millennials have the upper hand because they are tech savvy, with every gadget imaginable almost becoming an extension of their bodies. They multitask, talk, walk, listen, type, and text. And their priorities are simple: they come first.”9 Millennials bring energy and enthusiasm into the workplace and present a distinct challenge for leaders on how to monitor and mentor without stifling creativity and technology skills. Some key words that describe Millennials are optimism, confidence, achievement, and diversity. As a result of high school and college curricula that emphasize volunteerism and student employment, this group enters the workforce having been shaped or influenced by those experiences. Damian Oliver cites student employment experiences as a primary reason for this group’s attitudes about work.10 Why is Intergenerational Diversity Important? Leaders must understand human behavior in order to be effective. Understanding how values and interests differ across generations is a valuable tool for leadership. Notter offers that: Awareness of the generalized differences among the generations can help all followers work more productively with each other. Knowing in advance how each generation can be triggered (either positively or negatively) can help organizations develop balanced policies and can help individual managers and followers structure their work interactions in ways that benefit all types of people.”11 -37-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP Many questions may confront leaders faced with a multigenerational workforce. Ron Zemke, Claire Raines, and Bob Filipczak identify (below) some of those questions in their book, Generations at Work: • How can I get older followers to sit down and discuss projects with the younger ones? • How can I convince younger followers to listen to their older counterparts? • How can I unite these different groups to focus on our common goal, despite their individual preferences? • How do I mentor and nurture the younger followers so that they do not go off unsupervised and cause problems for the organization? • How do I account for the differences in dress, communication preferences, and workplace etiquette preferred by the different generations?12 Baby Boomers who currently occupy many of the leadership positions in government, industry, and business are often skeptical that Millennials are too fast on the trigger and reject conforming to organizational norms. Millennials, on the other hand, often feel that Boomers are too rigid and often play the politics game in the workplace. While these statements are not true for all members of these groups, it is worthwhile to understand that these opinions exist. If leaders understand that these views could create potential conflicts, they may be able to resolve issues and turn the differences into positives. However, you cannot adjudicate generational differences if you are not aware that they exist. Implications for Leaders First, recognize that there are differences between the values and interests of individuals from different generations. Then ask yourself (or your Human Resources Chief) how many or what percent of your workforce is represented in each generation (see Table 1)? The numbers alone may indicate that you should be proactive in this area. The inventory will show that you have multiple generations in your workforce or that you are a homogenous organization that is predominately one generation. Whatever the representation, the awareness of those numbers can lead you to action that can increase productivity and morale within your organization. -38-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP For example, if most of your followers are Traditionalists and Baby Boomers, you should have or be in the process of developing a succession plan that will allow you to capture the experience and institutional knowledge of your senior workforce. Part of that plan should include a strategy that builds a bench to replace the retiring followers. If all or most of your followers are Generation Xers and Millennials, you will have a fairly young workforce and should pay particular attention to their values and interests. Understanding what the group likes or prefers can help drive the on- boarding and orientation programs. It could also lead to a better understanding of how to capture their enthusiasm and take advantage of their lifelong association with computers and technology. If you have three or four generations in your workforce, then you should have an education program that will identify and address generational differences and bring the groups together in an effort to build diverse teams. “If we do not talk about why we’re different and our different perspectives, we do not come to the best decisions,” Patterson says, “The more people are willing to invest in honest communication about these issues, the better the outcome.”13 Inorganizationsthatshowthemostsuccessinaddressingintergenerational diversity, over-communication is the rule. Further, these organizations have multiple methods of communication such as generationally diverse teams, small group discussions, email messages, and open conversation on vital issues. There is as much listening going on as there is talking, and listening to others’ points of view and compromising in the end are key behaviors that identify organizations that address generational diversity.14 When leaders begin to design activities that address generational diversity issues, they should pay close attention to communication preferences. The newest followers in the workforce grew up with computers, the Internet, and electronic communication devices. Baby Boomers and Traditionalists had radio, TV, and newspapers as their primary sources of information during their developing years. The experiences that each generation has during formative years could result in differences in the way each group prefers to receive and absorb information. Again, understand that one cannot broad-brush all members of each generation and assume that they have the same preferences; but literature shows there is consistency within generations when it comes to values, interests, and other preferences (like communication). The high-performing organizations mentioned above have multiple modes of communication to account for variances in preferences. The Resilience Report, from Booz Allen Hamilton, highlights the dynamics -39-

ARMY MANAGEMENT STAFF COLLEGE - PERSPECTIVES ON LEADERSHIP of communication preferences between organizations and their millennial followers. The report states: The U.S. Department of Defense (DoD) took an unprecedented step on May 15, 2007, blocking troop access to MySpace, YouTube, and other popular Web sites. The official reason was to conserve bandwidth and safeguard security. But the DoD’s ban also highlighted a gap in understanding between senior Military leaders and what demographers call Generation Y (alternatively known as the Millennial Generation or the Baby-Boom Echo). Few members of this generation (born after 1978) can recall a time when the Internet was not at their disposal.15 On the surface you may say, so what? But, in essence, they blocked some of the preferred methods of communication of its targeted recruiting pool. The group that may be the hardest sell and the one they need to sustain the force is most affected by the technology prohibition. This situation is complicated by security and access concerns, but it highlights a dilemma for the Army not unlike that of many organizations trying to recruit young, intelligent Millennials. How does an organization provide an environment that can accommodate the rapid-fire, high-tech communication that this generation is accustomed to and at the same time balance security issues, tradition, and the values and interests of older followers? This case illustrates that organizations with multi-generational workforces must be aware that there are communication preferences tied to generational groups and that those preferences must be accounted for in policy and regulations. The organization does not have to give in to all of the interests or whims of generational groups, but it must be aware of differences and be willing to discuss them among its members. The Army is addressing this issue head-on and may resolve it, perhaps by using an intergenerational team. The Human Resources arena is an area where you may find a plethora of issues related to generational differences. Specific areas such as workplace behavior, hours of work, pay, rewards and dress codes all have the potential to break along generational lines. Traditionalists were loyal to their company, and many worked at the same place all of their adult lives. Each generation since has favored more mobility and focus on self. When you look at the -40-